The skills hierarchy and curriculum

dc.contributor.author	Machanick, P
dc.contributor.editor	Petkov, D.
dc.contributor.editor	Venter, L.
dc.date.accessioned	2018-08-19T13:00:22Z
dc.date.available	2018-08-19T13:00:22Z
dc.date.issued	1998
dc.identifier.citation	Machanick, P. (1998) The skills hierarchy and curriculum. Proceedings of the annual research and development symposium, SAICSIT (South African Institute for Computer Scientists and Information Technologists), Van Riebeeck Hotel, Gordons Bay, Cape Town, 23-24 November 1998,	en
dc.identifier.isbn	1-86840-303-3
dc.identifier.uri	http://hdl.handle.net/10500/24710
dc.description.abstract	A commonly accepted hierarchy of cognitive skills puts analysis and synthesis near the top, with straightforward knowledge and comprehension at the bottom. A typical Computer Science curriculum, though, usually starts with programming, an activity that requires both analysis and synthesis. The student, without the right conceptual skills, attempts synthesis without analysis, resulting in poor programming skills. This paper presents a view of Computer Science curriculum, drawing on earlier work on abstraction-first learning [Machanick 1998], to propose a curriculum which starts from lower-order cognitive skills, while working up to higher-order skills in later years.	en
dc.language.iso	en	en
dc.title	The skills hierarchy and curriculum	en